Update: 10-23-14 - http://www.dds.ca.gov/ProposedRegs/ConflictOfInterest/RuleTextFinal.pdf
REGIONAL CENTER CONFLICT OF INTEREST STANDARDS
CONFLICT OF INTEREST REPORTING STATEMENT
Update: 2-22-14 - New information about Regional Center Services and the availability of a pilot program for Self-Determination. Basically the services and budget for your adult child with disabilities might be able to access:
SB-468 Developmental services: statewide Self-Determination Program.(2013-2014)
By the way, my child is now 21 years old. So this IEP Daily site will be updated with information about what is after the IEP...
P.S. Free gift for those that can read all of this document! LANTERMAN DEVELOPMENTAL
DISABILITIES SERVICES ACT
AND RELATED LAWS -
I am a parent of a disabled child who is now 14 years old. He was born with a bilateral cleft palette and is on the autism spectrum. His primary disability is motor skills for speech because of the cleft and expressive speech skills issue because of his autism.
I've made this site to help parents successfully manage IEPs and their disabled students education. I have done a ton of IEP�s for my son and I have done over 20 for other parents as a volunteer. My experience in all these IEPs is being translated into this site.
This site has private and public areas.
The public areas feature disabled community resources and a budding law library. We also have featured Goals and Benchmarks for K-12 Special Education Students to have a progressive path to passing the California High School Exit exam.
The private areas feature student profile, IEP preparation, IEP reporting, IEP Assessments, IEP Goals, and calendar of IEPs and other events. The private section is password protected and meant for your personal and private management of your IEP career.
The private areas also features a telephone call log, event log, written communication management. We plan on building template letters for the following:
Request for written denial letter
Request to tape record your IEP
IEP Goal Letter for use at IEPs
Due Process Hearing Request
Granting Access to student records to third party, such as the Regional Center
Letter to the School Board
Letter to your local Editor
Thank you letter to staff
Letter to your Governor
Letter to other parents telling them about IEPdaily.com
Please email me at Brad@Bartz.com and I'll be happy to talk to you about IEPdaily.com and strategies for your IEPs.
Privacy Statement: This site will protect your data and promises not to give your data to any third party. We work hard to keep our systems up-to-date and also work hard to make sure private areas remain private. Please note, sometimes we do make mistakes. Please help us by reporting quickly any problems you find.
Advertising: I am running Yahoo Ad Banners on this site to make money. I think IEPdaily.com will be a cool service and very important to parents of disabled kids. I want it to be free to these parents. If you have ideas please email me at Brad@Bartz.com.
Ideas: Please participate! We need your sample letters. We need copies of your due-process proceedings. We need this community to help each other.
Are you an IEP Veteran? If you'd like to help answer these IEP questions please email Brad@Bartz.com.
|Question: Special Education Technical Terms and Abbreviations Frequently used at IEP meetings. Part IV
Answer: Referral For Assessment - Any request for assessment, made by a parent, teacher or other service provder. Referrals for assissment should be in writing ot avoid delay. Where an oral referral for assessment is made, school staff must offer assistance to the individual making the referral to put it in wrting.
Related Services - Specific services, also called designated instructions and services, which are required to assist a student with a disability to benefit from special education or general education. Includes transportation, speech-language pathology, audiological services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, counseling services, including rehabilitation counseling, orientation and mobility services, medical services for diagnostic or evaluation purposes only. The term includes school health servies, social work services in schools and parent counseling and training.
Resource Specialist Program (RSP) - A program or service provided by a credentialed Resource Specialist teacher for students with disabilities.
School of Attendance - Refers to the school a student is attending which may or may not be in his or her area of residence.
School of residence - Refers to the school a studetn attends or would attend because of the lcoation of his or her residence in the schools attendance area.
Short-Term Objective - Included in the student's IEP as a means of measureing progress toward a goal. It includes a series of intermediate steps or training activities that will take the student from his or her current level of functioning to the accomplishment of annual goals.
Special Day Class (SDC) - A special education class, taught by a specially credentialed teacher, for students who benefit from enrollment in special education for a majority of the school day.
Special Education - The term "special education" means specially designed instruction at no cost to parents, to meet the unique needs of a student with a disability.
Specific Learning Disability (SLD) - A specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. Eligibility for servcies requires that there is a severe discrepancy between intellecutal ability and achievement in one or more of the following academic areas: oral or written expression, listening or reading comprehension, basic reading skills, mathematics calculations and reasoning.
Surrogate Parent - A person who is appointed by the District to act as a childs "parent" in all matters related to special education. A surrogate is appointed when a child is a dependent or ward of the court, and the court has limited the rights of the parent/guardian to make educational decisions, or when a parent cannont be identified or located.
Transistion - The term refers to the passage from one program, setting or environmetn to another. In special education, it may include, passage from elementary to middle school programs, movement from a special day class setting to a general education setting, graduation from a high school program into a work environment or other significant changes for a student.
Traumatic Brain Injury (TBI) - Traumatic brain injury is an acquired injury to the brain caused by an external physical event resulting in total or partial functional disabilitiy or psychosocial impairment that adversely affects a student's educational performance. It may include open or cloased head injuries resulting in impairment in one or more areas such as cognition, speech judgement, problem solving, perceptual and motor abilities, sensory, psychosocial behavior, physical fucntions and infoformation processing.
|Question: Special Education Technical Terms and Abbreviations Frequently used at IEP meetings. Part III
Answer: Low Incidence Disability (LI) - A severe disabling condition with an expected incidence rate of less than one percent of the total statewide enrollment in kindergarten through gade twelve. Condtions including hearing, vision and severe orthopedic impairments or any combination.
Mental Retardation (MR) - Students with significanly below-average general intellecutal functioning, existing concurrently wth deficits n adaptive behavior.
Multihandicapped (MH) - Students who have a combination of two or more specific disabilties.
Nonpublic School (NPS) - Nonpublic, non-sectarian school placements may be provided to a student who is eligible for special education at no cost to the parents, when no appropriate public placement is available. The nonpublci schools included within this provision must be certified by the California Department of Education (CDE).
Occupational Therapy (OT) - A designated instruction and service (related service), that provides assistance in improving or restoring functions lost or injured through illness, accident, or deprivation.
Orthopedically Handicapped (OH) - Students with specific orthopedic or physical needs which adversely affect their educational participation or performance. This term includes but is not limited to, impairments caused by congenital anomaly (clubfoot, absence of limb, etc); impairments caused by disease (polimyelitis, bone tuberculosis, etc.); and other impairments from other causes (cerebral palsy, amputations and fractures or burns).
Other Health Impaired (OHI) Students may be considered other health impaired if they require special education services because of chronic or acute health conditions resulting in limited strength, vitality or alertness; due to chronic or acute health problems such as hearth condition, tuberculosis, rheumatic fever, nephritis, asthma, sicle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia or diabetes, which adversely affect their education performance.
Parent - Includes the person(s) having legal custody such as natural parents, the custodial parent , legal guardian, or district-appointed surrogate parent of a student.
Physically Handicapped (PH) or Physically Disabled (PD) - Students with specific orthopedic or physical needs which adversely affect their educational participation or performance. This term includes but is not limited to: impairments caused by congenital anomaly (club foot, absence of limb, etc.); impairments caused by disease (poliomyelitis, bone tuberculosis, etc.); and impairments from other causes (cerebral palsy, amputations and fractures or burns).
Physical Therapy (PT) - A designated instruction and service (related service), including services to provide treatment for posture stability, movement, positioning, gait training, etc.
Positive Behavior Support - Support that is specified in a behavior intervention plan that is developed by an IEP team to help a student with serious behavior problems change patterns of undesireable behaviors that interfere with learning. These supports are respectful of a students dignity, and are successful in promoting a students capabilities and opportunities. The support includes a reliance on data obtained from a functional analysis assessment.
Primary Language - The language spoken in the students home.
Reevaluation - A comprehensive assessment conducted every three years, or sooner if a parent or teacher requests, for each student receiving special education services.
Referral For Assessment - Any request for assessment, made by a parent, teacher or other service provider. Referrals for assessment should be in writing to avoid delay. Where an oral referral for assessment made, school staff must offer assistance to the individual making the referral to put it n writing.
|Question: Special Education Technical Terms and Abbreviations Frequently used at IEP meetings. Part II
Answer: Emotional Disturbance (ED) - Students who exhibit one or more characteristics of a severe emotional disturbance as specified by law and whose condition has existed from a long period of time and to a marked degree. The condition must also adversely affect the student's educational performance. A serious disturbance is to be distinguished from antisocial/socially maladjusted behavior which is not a special education disabling condition.
English as a second language (ESL) - A program of instruction ofr speakers of other languages to develop listening, speaking, reading and writing skills in English.
English Language Learners (ELL) - Limited English proficient studetns acquiring English and speakers of non-mainstream language forms acquiring mainstream English.
Extended School Year (ESY) - Special Education services in excell of the regular academic year.
Free Appropriate Public Education (FAPE) - The federal provision for special education and related services for students at public expense, under public supervision and direction, and iwthout charge to a parent, student or guardian.
Goals - Broad or general statements which descrbe what needs to be learned by the student.
hard of Hearing (HOH) - Impairment in hearing, whether permanent or fluctuating, which adversely affects a students education performance but which is not included under the definition of deafness.
Individualized Education Program (IEP) - A written plan prepared at an IEP meeting that includes the students present level of educational performance, eligibility for special education, annual instructional goals and objecgtives, services to be provided, needed transition services, type of instructional setting and provisions for integration/mainstreaming in general education programs.
Individual Transition Plan (ITP) - The ITP must be developed for students beginning at age 14 (or younger, if appropriate), and updated annualy. It includes a statement of transition service needs of the student, related to the IEP, that focuses on the students course of study (such as participation in advanced placement courses or vocational programs). Beginning at age 16 (or younger, if appropriate), the ITP provides a statemetn of needed transition services for the child, including a statemetn of the interagency responsibilities or any needed linkages, as appropriate.
Informal Assessment - Procedures such as classroom observation, interviews, portfolios of student work, or teacher-made tests which have not usually been used with large groups of students and shich do not necessarily have a standard set of nstructions ofr thir use and interpretation.
Intersession - General education services in addition to the regular academic school year.
Language and Speech Services (LAS) A designated instruction and service (related service) for students who have articulation, voice, fluency or language disorders.
Least Restrictive Environment (LRE) - A requirement in both state and federal laws that to the maximum extent appropriate, a student with a disability should be educated int he general education setting, including access ot extracurricular activities, with nondisabled peers. Separate schooling and other removal from the general environmetn should occur only when the nature or severity of the disability prevents satisfactory education in general education classes even with the use of supplementary aids and services.
Limited English Proficient Student (LEP) - A student identified through a formal initial identification process as not having sufficient fluency in English to participate in a mainstream English classroom.
|Question: Special Education Technical Terms and Abbreviations Frequently used at IEP meetings.
Answer: Adapteed Physical Education (APE) - A special education (remedial) program for studetns who require developmental or corrective instruction and who cannot participate in the activities of the general physical education program, a modified general physical education program or a specially designed physical education program in a special class.
Assessment - The gathering of information about the student to determine his or her eligibilty for special education and service needs. It may include tests, observations, interviews, and review of school records or student work samples.
Assistive Technology - Any item, piece of equipment, product, or system, whether acquired commercial "off the shelf", modified, or customized, that is used to increase, maintain, or improve functional capabilities of students with disabilities.
Autism (AUT) - A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before the age of three.
Behavior Intervention - Implementation of procedures for the elimination of maladaptive behaviors which are significantly interferring with the implementation of the student's IEP. A systematic implementation of procedures, identified in the IEP, that results in lasting positive changes in the individuals behavior. Acceptable interventions include positive behavioral support strategies that do not cause pain or trauma, and that which respect the students individual needs and dignity. Specific prohibited interventions are defined in the California Code of Regulations, Title 5 - Huges Bill.
Bilingual - The ability to speak two lanuages with native or near-native skills.
Community Based Instruction (CBI) - Instruction in the skills needed to function in community settings. Instruction takes place both in the community and in the classroom.
Deaf-Blind - Students with both hearing and vision disabilities.
Deaf or Hard of Hearing (DHH or HOH) - Students who have a measureable hearing loss, conductive or sensorineural, in either one or both ears, which limits the normal acquision of speech and language through the ear. Students with a hearing impairment may require an aural/oral or total communication approach.
Designated Instruction and Servces (DIS) - Specific services, also called related services, which are required to assist a student with a disability to benefit from special education or general education. Includes transportation, speech-language pathology, audiological services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, counseling services, including rehabilitation counseling, orientation and mobility services, medical services for diagnostic or evalution purposes only. The term includes school health services, social work services in schools and parent counseling and training.
Developmental Delay - An observed difference between a persons development and behavior and the typical development and behavior expected of people of the same age.
Early Education - A program ot serve students between the ages 4.9 adn 7.9 with severe or nonsevere disabilities in special education classrooms.
Dual Placement/Enrollment - occurs when the IEP team determines that a student with a disabilitiy should be educated part-time in a non-public shcool (NPS) and part-time on a general education campus in general education classes, resource specialists programs, or special day classes..
|Question: What is Special Education?
Answer: Special Education means "specially designed instruction" to meet the unique needs of a student with a disability.
Before a child is referred for specal education servcies, there are many general education resources that should be considered first. If you have questions about these general education resources, please dicusss them with staff at your child's school.
General educaton resources may include classroom modifications, accommodations, interventions, Student Success Team, categorical programs, etc.
There are 4 basic steps in the specal education process
1. Referral for Assessment - Parents or teachers can refer students to be assessed for special education services. f your child is referred, you will receive an Assessment Plan to review and sign if you consent to assessment. The Assessment Plan describes the purpose of the assessments, the types of assessments, and who the assessors will be.
2. Assessment - Assessment involves gathering information about yoru child. It could include tests, observations, interviews, work samples, and/or school records. The results of these assessments will be used to help determine if your child needs special education services. If you disagree with the school's assessmetn of your child, you may provide an independent educational evaluation (outside expert's report) to the IEP team.
3. Development and Implementation of the IEP
4. IEP Review
|Question: What is the purpose of an IEP meeting?
Answer: The purpose of an IEP meeting is to develop a written document describing your childs educational needs. If the IEP team determins at the IEP meeting that your child needs special education services, the IEP document will describe those services.
|Question: How often is an IEP meeting held?
Answer: Generally, IEP meetings are held at the following times:
Initial IEP - The first IEP meeting is held to determine if your child needs special education services and what those servcies should be.
Annual review of the IEP - An annual IEP meeting is held to review the progress of your child each year.
Three-year review of the IEP - A more thorough review of your childs progress occurs every three years.
Once your child has an active IEP, you may request an IEP meeting at anyime. The meeting is to be held within 30 days of your written request.
|Question: What are the important timelines for IEP meetings?
Answer: 15 days - Within 15 days after your written request for a special education assessment is received by the District, the District must develop an Assessment Plan. You will receive the Assessment Plan from your child's school.
50 days - After you sign the special education Assessment Plan allowing assessmetn of your child, an IEP meeting must be held within 50 calendar days from the date of the District receives your signed consent (school breaks lasting five or more days are not included in the 50 days.)
30 days - If your child already has an IEP and is not making satisfactory process, or for any other reason, you or a school staff member may request an IEP meeting before the regularly scheduled review date. The meeting must be held within 30 calendar days (excluding school breaks over five days) of the receipt of the request.
|Question: How are parents notified about the IEP meeting?
Answer: School staff will hold the IEP meeting at a date and time agreeable to you and to the other participants in the IEP meeting. You will receive a Notification to Parent/Guardian to Participate in Individualized Education Program Meeting form to be signed by you and returned.
The notification from contains information about the following:
When and where the IEP meeting will be held
The purpose of the IEP meeting
Whether you will or will not be able to attend
If you would like an interpreter
If you would like to receive any assessment reports the IEP meeting.
If you would like an independent education evaluation (outside experts reports) of your child to be considered.
If you would like to reschedule the IEP meeting.
You will be asked to answer the items on the notification form, sign, and return the form to your childs school.
If you are unable to attend the IEP meeting, you may call your childs school to change the meeting, or to arrange for your participation in the meeting over the telephone. If you would like the meeting to proceed without you, a staff member from your child's school will review the team decisions with you before you sign the IEP.
|Question: Where are the IEP meetings held?
Answer: The IEP meeting will be held in an appropriate setting (usually at your childs school), where there is privacy, sufficient space, adn seating for al team members.
|Question: What responsibilties does District staff have in prepariing for the IEP meetng?
Answer: The IEP team administrator is responsible for:
Arranging for a translator, if you have requested one
Ensuring that District IEP team members are invited and attend.
Ensuring that school staff attends the meeting and presents the results of assessment reports and information about your childs present level of performance. These will serve as the basis for the IEP discussion and development of goals and objectives.
|Question: How can parents prepare for the IEP meeting?
Answer: If you want to audiotape recored the IEP meeting, you must notify the school at least 24 hours in advance of the meeting.
Review this website and brings notes
Make a list of your childs strengths and any concerns you have about your childs educational progress
Review your childs previous IEP (if your child already has an IEP).
Visit your childs current education placement.
You may bring any outside experts reports for the IEP team to review.
|Question: What happens durng a typical IEP meeting?
Answer: Every IEP meeting is different, because each meeting is based on the individual needs of each child. However, most meetings proceed something like this:
The IEP team participants introduce themselves, and the purpose of the IEP meeting is stated. If an interpreter or translator is used, procedures for taking turns will be explained.
A Parents Guide to Special Education Servcies (Including Procedural Rights and Safeguards) is given to you and summarized for you.
Your childs assessment reports, teacher reports, and progress reports are discussed. In general the discussion will concern how your child is doing.
You may want to talk about your concerns and expectations for your child.
The goals and objectives from the previous IEP are reviewed and discussed, unless it is the first IEP meeting for your child. If so, your child's eligibility for special education services will be discussed.
your childs educational placement is discussed and decided upon.
Current or proposed related services and modifications are discussed
New goals and objectives are developed for your child on the basis of his or her needs.
The IEP is revied, summarized and finalized by the IEP team.
Copies of the IEP are distributed.
Follow-up activities are decided upon.
Remember at any point during the IEP process, you are encouraged to ask questions if you have any concerns or do not understand.
You may wish to have the IEP translated before you review and sign it.
|Question: Who partcipates in the IEP meeting?
A special education teacher
An adminstrator or representative of the administrator.
A general education teacher (if your child is or maybe participating in the general education setting).
And if appropriate
Other District staff
Others of your choosing
You may wonder why general education teacher is attending your childs IEP meeting. The law states that your child must be educated in the general education setting in the least restrictive environment to the maximum extent appropriate. The general education teacher is important is helping to determine any accommodations, modifications, or other instructional strategies that can be implemented in the general education classroom to help meet your childs needs.
|Question: What informaton does the IEP contain?
Answer: General information about yoru child - name, address, birth date, etc.
Your childs present level of educational performance, including how your childs disability affects his or her involvement and progress in the general education curriculum.
A statement about your childs eligibility and, if your child has a specific learning disability, how the disability was determined.
The annual goals and objectives the IEP team develops for your child, including how those goals and objectives will be measured.
If your child is eligible, a statement about the kinds of special education and related services (see question and the next answer for a brief explanation of related services) your child will receive to help him or her achieve those goals and objectives, including specific placement and necessary program modifications and supports.
how often, when and in what settign your childs special education services will take place
How your child will participate in the general curriculum and in activities wiht non-disabled peers outside the classroom.
how your childs progress will be monitored and measured, and how your childs progress will otherwise be measured.
Whether your child has any behavios negatively affecting his or her academic success.
how decisions about your childs promotion to the next grade level will be determined.
If your child is 14 years old or older, an Individual Transition Plan (ITP) will be developed describing the kind of planning or services your child will need as he or she plans for adult life.
As you can see, the IEP contains very important information about your child. Be sure you feel comfortable that everything in the IEP has been explained to yoru satisifaction.
|Question: what other services mght your child need?
Answer: Sometimes studetns qualify for what are called related servces or designated instruction and servcies (DIS). These are serves designed to assist your child in benefiting from his or her instruction program. The IEP team will decide if your child needs any of these servcies.
Examples and brief descriptions of these services are:
Language and speech - provides assistance in understanding or using language
Adapted physical education - assists a child who may have a disability that prevents him or her from benefiting from general or modified physical education.
Occupational therapy - provides assistance in improving or restoring functions lost or impaired through illness, accident, or deprivation.
Physical therapy - provides treatment for posture stability, movement, positioning, gait training, etc.
Counseling - provides education, career and/or personal counseling and consultation with studetns, parents and staff members.
More detailed examples and descriptions of related services are contained in the Technical Terms that follow.
|Question: What if your child has special needs?
Answer: If there are special needs to consider, they will be discussed and written on the IEP. Examples of special needs are:
Does your childs behavior interfere with his or her ability to learn? If so, a behavior support plan may need to be developed.
Is your child an English language learner? If so, appropriate language goals will be developed.
Is your child visually impaired, deaf or hard of hearing? If so, different forms of communication may need to be considered.
Does your child qualify for extended school year (special education servcies in excess of the regular school year)?
Does your child qualify for transportation ot and from school?
Does your child need assistive technology services (see the Technical Terms section that follows)?
|Question: What is an Individual Transition Plan (ITP)? - Does your child need an ITP?
Answer: If your child is 14 years or older, an ITP will be developed as part of the IEP. It is designed to assist you and your child in planning and transitioning your child to adult living and postschool activities. An ITP is based on student needs and parent and student interests. It may involve the participation of other community agencies.
|Question: Who decides what kind of educational setting is best for your child?
Answer: Many things are considered in making the decisions as to the educational setting for your child. The IEP team, including you, will make the decision, always keeping the least restrictive environment (LRE) in mind. This means that your child will be educated to the maximum extent appropriate in the general education setting, including access to extracurricular activities, with students who are not disabled. Your child's placement is based on the information contained in his or her IEP, and will be reviewed annually. A list of some of the program options follows, beginning with the least restrictive environmetn and continuing to the most restrictve environments.
1. General educaton class/es
2. General education class/es wth consultation
3. General education class/es wth designated instructona dn servcies (DIS)
4. General edcucaton class/es and resource specialist program (RSP)
5. General educaton class/es and special day class (SDC)
6. Special day class/es
7. Special Schools/centers
8. Public/non-pubilc schools dual enrollment
9. Non-public schools
10. Home or hosptal instruction
11. Residental schools
|Question: Will your child be involved wth students who do not have disabilities?
Answer: The law states that students must be educated n the general curriculum and/or participate in activities wth other students who are not disabled to the maximum extent appropriate. This is often referred to as the least restrictive environment, or LRE.
The IEP will include a statement regarding any necessary modifications or supports that your child will be given to be involved in the general curriculum. Your childs IEP must also include an explanation of how often your child will not participate in the general curriculum.
|Question: What happens if you dont agree with the decisions of the IEP team?
Answer: After the IEP has been developed for your child, the administrator or administrative designee will summarize the decisions for the IEP team. If you disagree with any part or all of the IEP, the school staff will again review your rights. If you agree with parts of the IEP, those services can begin with your written consent. No part of the IEP will be implemented without your consent.
|Question: If there is a differnce of opinion, what are your rights about the IEP team decisions?
Answer: As a parent you have many rights under the law. These rights are described in the A Partents Guide to Special Education Services (Including Procedural Rights and Safeguards). Briefly, you have the right to:
Participate in the IEP meeting and consent to , or not consent to, the IEP
Understand the contents of the IEP
Understand the appeals process, which includes the right to request a legal hearing
Meet to review the IEP at least annually, and more often at your request.
If you disagree with your childs special education instruction and services, or any part of the IEP, you will be advised of your rights and told how to request an informal conference, mediation, and/or due process hearing. Ask the school administrator if you have questions about these procedures.
Hopefully, you and the school staff will agree on the interim measures (for the time being) until agreement on all issues is reached. In a few cases, where there is no agreement, your childs previous IEP will remain in effect until agreemetn is reached or a due process hearing has been held.
|Question: What happens after the IEP meeting?
Answer: Copies of the IEP will be distributed to you and staff members involved with your childs education
Team members who are to follow-up an IEP decisions will be told about them.
If requested by you, the IEP will be translated into your prmiary language.
If you have any questions the IEP team or school staff cannot answer, they will give you the names and telephone numbers of the District staff who can help you.
|Question: What is an IEP?
Answer: An IEP is an Individualized Education Plan for special education students.
We need your help! The more knowledge we can get to Special Ed parents the more powerful our efforts will be.
|PARENTS: If you have a question please do feel free to call or email. My son is now 24 and beautiful. I still navigate the system as best I can. My email is firstname.lastname@example.org or email@example.com. You can call me directly anytime. My only real message is early intervention and as much as you can possibly do. My number is 1 310 373 3169.
Sometimes I see traffic on this iepdaily.com and I know it might be a new parent of a disabled child looking for the path. Today, May 5, 2017, I am moved to post this.
The game of IEPs needs to be understood. The IEP Team is controlled by a set of laws and rules. It may be boring, but learning in detail will give you all the power you need. The key in my experiences was learning the "TIMELINES". These are how many days that a school district or IEP Team has to perform certain duties. This by far is the most powerful tool to advocate for your child.
Always state 24 hours in advance in writing that you will be tape-recording the IEP meeting.
Always. If they bring a tape recorder, which they 100% will automatically when you tell them you will, make sure to ask them for a copy of their tape. Even if you have yours, you can explain that you want theirs in case of backup. (make them work for you.)
If you can, have a friend come with you and take notes. Not talk. Just write down every word anyone says. (even if you don't write it down, make it look like you are.) And even if you are tape recording have a note taker write down every word.
Your goal is to make the IEP Team acutely aware of the rules that govern their behavior. By recording and note taking you put them on notice.
When you do find that you want something for your child and the IEP team does not want to give it. Do not relent. You are the parent and you know your child.
1. Ask for speech
2. get denied
3. demand testing
4. ask for speech
5. get denied
6. demand mediation
7. never agree to anything at mediation. use this to find out how the otherside will play. And indeed you will find out that they will be aggressive.
8. demand due process
9. get speech.
Do not use lawyers. Worthless. At $300 or more per hour I suggest you take vacations with your child instead. At $300 per hour you could bring an army of people to take notes at your IEP meetings.
You came to IEP Daily because you know you have to fight.
BIGGEST POWER PLAY against an IEP team is for you to volunteer for IEP's of other students as their note taker. This gives you incredible power as you build knowledge of the process without having your emotional stake in your own child. I volunteered for 20+ IEPs of others and the rewards for my son were incalculable.
Compliance complaints are filed with the state department of education, disability section. Always file if the IEP Team is 1 day late on any rule of engagement. Ask for testing and they are late, call the state and file a compliance complaint. The school district hates these. They have to write reports.
Are you an IEP Veteran? If you'd like to help answer these IEP questions please email Brad@Bartz.com.
We need your help! The more knowledge we can get to Special Ed parents the more powerful our efforts will be.